IMPROVING OUTCOMES FOR STUDENTS WITH DISABILITIESIMPROVING OUTCOMES FOR STUDENTS WITH DISABILITIES

THROUGHTHROUGH

PARTNERSHIPS BETWEEN THE VIRGINIA DEPARTMENT OF EDUCATIONPARTNERSHIPS BETWEEN THE VIRGINIA DEPARTMENT OF EDUCATION

ANDAND

INSTITUTIONS OF HIGHER EDUCATIONINSTITUTIONS OF HIGHER EDUCATION

OSEP Project Directors’ ConferenceOSEP Project Directors’ Conference

July 16, 2007July 16, 2007

H. Douglas CoxH. Douglas CoxAssistant SuperintendentAssistant SuperintendentDivision of Special Education and Division of Special Education and Student ServicesStudent ServicesVirginia Department of EducationVirginia Department of Education

Michael BehrmannMichael BehrmannKellar Professor of Special EducationKellar Professor of Special EducationGeorge Mason UniversityGeorge Mason University

Student DemographicsStudent Demographics

1,221,939 students 171,717 students with disabilities

1,221,939 students 171,717 students with disabilities

Teacher DemographicsTeacher Demographics

99,235 teachers 13,299 special education

99,235 teachers 13,299 special education

IHE DemographicsIHE Demographics

37 institutions of higher education 24 special education

37 institutions of higher education 24 special education

School Divisions by RegionSchool Divisions by Region

PartnershipsPartnerships

Recruitment and Preservice Inservice and Professional Development

Recruitment and Preservice Inservice and Professional Development

Recruitment and PreserviceRecruitment and Preservice

High IncidenceHigh Incidence

High IncidenceSpecial Education Endorsement Program

High IncidenceSpecial Education Endorsement Program 7 IHEs

Old Dominion University Virginia Commonwealth University Liberty University Lynchburg College Longwood UniversityGeorge Mason University Radford University

Distance Learning Teachers who have a provisional license

working toward full endorsement

7 IHEsOld Dominion University Virginia Commonwealth University Liberty University Lynchburg College Longwood UniversityGeorge Mason University Radford University

Distance Learning Teachers who have a provisional license

working toward full endorsement

Close to 2,000 special education teachers achieved full endorsement

High IncidenceSpeech/Language Consortium

High IncidenceSpeech/Language Consortium

4 IHEsJames Madison University Hampton University University of Virginia Longwood University

Distance Learning6-8 credits per semester to complete degree in 3

yearsDegree received through home universityFirst cohort began this summer

4 IHEsJames Madison University Hampton University University of Virginia Longwood University

Distance Learning6-8 credits per semester to complete degree in 3

yearsDegree received through home universityFirst cohort began this summer

Recruitment and PreserviceRecruitment and Preservice

Low IncidenceLow Incidence

Low IncidenceHearing Impaired

Low IncidenceHearing Impaired

3 IHEsRadford UniversityDistance educationSummer programs

3 IHEsRadford UniversityDistance educationSummer programs

40 participants enrolled for 2006-2007

Low IncidenceSevere Disabilities Consortium

Low IncidenceSevere Disabilities Consortium

5 IHEsGeorge Mason University Norfolk State UniversityVirginia Commonwealth University Radford UniversityUniversity of Virginia

Distance education Home university Full endorsement in SD

5 IHEsGeorge Mason University Norfolk State UniversityVirginia Commonwealth University Radford UniversityUniversity of Virginia

Distance education Home university Full endorsement in SD

Low IncidenceVision Impairment Consortium

Low IncidenceVision Impairment Consortium

5 IHEsGeorge Mason University Norfolk State UniversityJames Madison University Radford UniversityOld Dominion University

Unified curriculum Home university

5 IHEsGeorge Mason University Norfolk State UniversityJames Madison University Radford UniversityOld Dominion University

Unified curriculum Home university

Effective School-wide DisciplineEffective School-wide Discipline

Old Dominion University Provide staff with information on behavioral

interventions and effective strategies Reduce discipline referrals Increase academic performance Scaling up without adding state and university

staff

Old Dominion University Provide staff with information on behavioral

interventions and effective strategies Reduce discipline referrals Increase academic performance Scaling up without adding state and university

staff

Sixty-six (66) schools that include over 400 staff members and parents

Inservice/Professional DevelopmentInservice/Professional Development

Content Area Institutes Leading to HQ statusLongwood University/St. Paul’s College (Regions 1

& 8)Regent University (Regions 2 & 3)James Madison University/Lynchburg College

(Regions 4 & 5)Radford University (Regions 6 & 7)

Content Area Institutes Leading to HQ statusLongwood University/St. Paul’s College (Regions 1

& 8)Regent University (Regions 2 & 3)James Madison University/Lynchburg College

(Regions 4 & 5)Radford University (Regions 6 & 7)

Since 2005, over 1000 teachers have participated

Inservice/Professional Development Strategic Instruction Model/Content Literacy ContinuumInservice/Professional Development Strategic Instruction Model/Content Literacy Continuum

Summer Content Teaching AcademiesJames Madison UniversityCompleted 3rd academy in June650 -750 general and special education teachers per

yearFocus on content with research-validated strategies to

address literacy woven throughoutExperts in content pair with certified professional

developers from University of Kansas Center for Research on Learning

Summer Content Teaching AcademiesJames Madison UniversityCompleted 3rd academy in June650 -750 general and special education teachers per

yearFocus on content with research-validated strategies to

address literacy woven throughoutExperts in content pair with certified professional

developers from University of Kansas Center for Research on Learning

Inservice/Professional DevelopmentInservice/Professional DevelopmentSummer Content Teaching Academies

Preservice/Professional DevelopmentStrategic Instruction Model/Content Literacy Continuum

Preservice/Professional DevelopmentStrategic Instruction Model/Content Literacy Continuum

Personnel Preparation to become a Preservice Professional Developer in the Strategic Instruction Model (SIM) Prepares a preservice professional developer to

implement effectively the components of SIM – Content Enhancement Routines or Learning Strategies in preservice programs

Provide tools to prospective teachersOne-week long

Over 30 participants from17 IHEs

Personnel Preparation to become a Preservice Professional Developer in the Strategic Instruction Model (SIM) Prepares a preservice professional developer to

implement effectively the components of SIM – Content Enhancement Routines or Learning Strategies in preservice programs

Provide tools to prospective teachersOne-week long

Over 30 participants from17 IHEs

General Mission StatementGeneral Mission Statement

The mission of Virginia's Training and Technical Assistance Centers (T/TAC) is to improve educational opportunities and contribute to the success of children and youth with disabilities from birth - 22 years.

The Centers provide quality training and technical assistance in response to local, regional, and state needs. T/TAC services increase the capacity of schools, school personnel, service providers, and families to meet the needs of children and youth.

The mission of Virginia's Training and Technical Assistance Centers (T/TAC) is to improve educational opportunities and contribute to the success of children and youth with disabilities from birth - 22 years.

The Centers provide quality training and technical assistance in response to local, regional, and state needs. T/TAC services increase the capacity of schools, school personnel, service providers, and families to meet the needs of children and youth.

Statewide T/TAC EffortsStatewide T/TAC EffortsRegional T/TAC Staff Participate On Statewide Priority Project Teams That Are Focused On Accomplishing The State Improvement Goals

The Guiding Principles That Drive The T/TAC System Are ToDevelop Products Based On Research Disseminate Effective Practices Consult With Target Schools Undergoing

Academic ReviewBuild Capacity At The Local Level Conduct Strategically Planned Training

Regional T/TAC Staff Participate On Statewide Priority Project Teams That Are Focused On Accomplishing The State Improvement Goals

The Guiding Principles That Drive The T/TAC System Are ToDevelop Products Based On Research Disseminate Effective Practices Consult With Target Schools Undergoing

Academic ReviewBuild Capacity At The Local Level Conduct Strategically Planned Training

T/TACs Serve 8 Superintendents Regions in Virginia Through IHE

Partnerships

T/TACs Serve 8 Superintendents Regions in Virginia Through IHE

Partnerships

T/TACs Meet Local and Regional Needs Through:

T/TACs Meet Local and Regional Needs Through:

Consultation Information Services (Including Newsletters) Linking And Networking Resources Together Lending Library Of Multimedia Resources And

Technology Long-range Planning Presentations About T/TAC Services Referral To Other Services Workshops And Training

Consultation Information Services (Including Newsletters) Linking And Networking Resources Together Lending Library Of Multimedia Resources And

Technology Long-range Planning Presentations About T/TAC Services Referral To Other Services Workshops And Training

T/TAC Specialty Services Available to Each RegionT/TAC Specialty Services Available to Each Region

Transition (Middle & Secondary) Assistive Technology Low Incidence Disabilities High Incidence Disabilities Behavior/PBS Early Childhood (Preschool & Elementary) Autism Reading Instructional Support Team (IST) Strategic Instruction Model (SIM) Parent Involvement

Transition (Middle & Secondary) Assistive Technology Low Incidence Disabilities High Incidence Disabilities Behavior/PBS Early Childhood (Preschool & Elementary) Autism Reading Instructional Support Team (IST) Strategic Instruction Model (SIM) Parent Involvement

Frequently Asked Questions About T/TACFrequently Asked Questions About T/TAC

In general fees are not charged for T/TAC services.

T/TAC specialists cannot attend IEP meetings for students because they are not members of a child's IEP team. T/TAC specialists do not participate in eligibility team meetings because they do not provide direct services to children.

T/TAC specialists provide services to teachers and professionals who are serving children and youth with disabilities.

Any school system may request a T/TAC specialist to design a workshop meeting the needs of teachers or other professionals serving children with disabilities.

Each of the T/TAC regions have a wide variety of books, curricula, software and materials that can be loaned/demonstrated to professionals for use in their school.

In general fees are not charged for T/TAC services.

T/TAC specialists cannot attend IEP meetings for students because they are not members of a child's IEP team. T/TAC specialists do not participate in eligibility team meetings because they do not provide direct services to children.

T/TAC specialists provide services to teachers and professionals who are serving children and youth with disabilities.

Any school system may request a T/TAC specialist to design a workshop meeting the needs of teachers or other professionals serving children with disabilities.

Each of the T/TAC regions have a wide variety of books, curricula, software and materials that can be loaned/demonstrated to professionals for use in their school.

TTACOnline.org TTACOnline.org

T/TAC Online is a dynamic online resource for educators working with children with special needs. It is designed for information, resources, and training to be available in a timely manner. This web site has been created to be yet another resource for parents or educators of a special needs child.

There are several things available on the web site. Events (Regional, State, and National) Resources (i.e. Books and websites that deal with specific Disabilities) Training (Online and On-demand) SOL Enhanced (Virginia’s Standards of Learning)

Searchable by Grade Level Standards Lesson Plans and Accommodations

Virginia Assessments Alternative and Alternate Assessment Information/Resources Lesson Plan Wizard for Students with Severe Disabilities

T/TAC Online is a dynamic online resource for educators working with children with special needs. It is designed for information, resources, and training to be available in a timely manner. This web site has been created to be yet another resource for parents or educators of a special needs child.

There are several things available on the web site. Events (Regional, State, and National) Resources (i.e. Books and websites that deal with specific Disabilities) Training (Online and On-demand) SOL Enhanced (Virginia’s Standards of Learning)

Searchable by Grade Level Standards Lesson Plans and Accommodations

Virginia Assessments Alternative and Alternate Assessment Information/Resources Lesson Plan Wizard for Students with Severe Disabilities

 TTACOnline.org  TTACOnline.org